Interactions with families fur WhatsApp and numbers/mathematical literacy practices evidenced in remote education
We analyzed data produced in the context of a research that sought to understand numeracy/mathematical literacy practices mobilized by families, during remote teaching, in helping with school tasks proposed by teachers in the pandemic. To this end, we rely on assumptions of the netnographic approach...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade do Oeste de Santa Catarina (UNOESC) |
| Repositorio: | Roteiro (Joaçaba. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.unoesc.edu.br:article/30025 |
| Acesso em linha: | https://periodicos.unoesc.edu.br/roteiro/article/view/30025 |
| Access Level: | acceso abierto |
| Palavra-chave: | Netnografia Interações WhatsApp Famílias Numeramento/letramento matemático Anos iniciais Netnografía Interacciones WhatsApp Familias Numeración/alfabetización matemática Primeros años Netnography WhatsApp interactions Families Numbering/Mathematical Literacy Early years |
| Resumo: | We analyzed data produced in the context of a research that sought to understand numeracy/mathematical literacy practices mobilized by families, during remote teaching, in helping with school tasks proposed by teachers in the pandemic. To this end, we rely on assumptions of the netnographic approach, of a qualitative nature, in a movement of interaction with a group of mothers through WhatsApp. The theoretical framework is based on the discussion about literacy, mathematical literacy and the family-school relationship, based on the contribution of previous studies. In terms of results, given the virtual interactive contact with women-mothers of children in the early years of Elementary School, self-declared as responsible for supporting homeschooling, it is possible to conclude that they use different strategies in order to help their children, namely : resort to mental calculation; encourage the adoption of action schemes for mathematical operations (such as counting on fingers); and to technology, by recognizing the relevance of the calculator in situations where the calculation seeks inferential thinking (this conclusion is possible when dialoguing with the researchers). The experience also made it possible to recognize the need to understand the familiar cultural contexts of children's mathematical learning, in the sense of starting from their reality for the production of mathematical senses and meanings in school literacy practices. |
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